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중학생의 애착과 학교생활적응의 관계에서 셀프리더십의 매개효과 검증

Title
중학생의 애착과 학교생활적응의 관계에서 셀프리더십의 매개효과 검증
Other Titles
Verification of the mediating effect of self-leadership in relation to middle school students’ attachment and adaptation to school life
Authors
이정현
Issue Date
2015
Department/Major
교육대학원 상담심리전공
Publisher
이화여자대학교 교육대학원
Degree
Master
Advisors
서은경
Abstract
본 연구에서는 중학생들의 부모애착과 또래애착이 학교생활적응에 미치는 영향을 살펴보고 이들의 관계에 대한 셀프리더십의 매개효과를 검증하였다. 연구를 위해 서울시와 경기도내 중학교에 재학 중인 학생 525명을 대상으로 학교생활적응, 부모애착, 또래애착 및 셀프리더십에 대한 설문을 실시하였다. 연구문제와 그에 대한 연구결과는 다음과 같다. 첫째, 중학생들의 학교생활적응, 부모애착, 또래애착과 셀프리더십의 관계를 확인한 결과, 부모애착, 또래애착, 셀프리더십과 학교생활적응은 각각 유의한 정적 상관을 가진 것으로 나타났다. 둘째, 중학생들의 부모애착, 또래애착과 셀프리더십이 학교생활적응에 미치는 영향에 대해 확인한 결과, 부모애착, 또래애착 및 셀프리더십은 학교생활적응에 유의한 정적인 영향을 미치는 것으로 나타났다. 그리고 부모애착과 또래애착 모두 셀프리더십에도 유의한 정적인 영향을 미치는 것으로 나타났다. 마지막으로 중학생들의 부모애착과 또래애착이 셀프리더십을 매개로 하여 학교생활적응에 영향을 미치는가를 확인한 결과, 부모애착이 직접적으로 학교생활적응에 정적인 영향을 미치는 것과 셀프리더십을 매개로 하여 학교생활적응에 간접적으로 영향을 미치는 것으로 나타났다. 또래애착 또한 직접적으로 학교생활적응에 정적인 영향을 미치는 것과 동시에 셀프리더십을 매개로 하여 학교생활적응에 간접적으로 영향을 미치는 것으로 나타났다. 따라서 부모애착 및 또래애착과 학교생활적응의 관계를 셀프리더십이 부분 매개함을 확인하였다. 나아가 세부적으로 셀프리더십의 하위변인별 매개효과를 살펴본 결과, 하위변인인 행동 중심적 전략, 자연적 보상 전략과 건설적 사고 전략 3가지 모두 부분매개 효과를 가지는 것으로 나타났다. 본 연구의 의의는 또래와의 관계가 중요시되는 중학생의 발달적 특성을 고려하여 애착을 부모애착과 또래애착으로 구분하여 검증하였다. 선행연구에서 밝혀진 바와 같이 중학생의 애착이 학교생활적응에 긍정적 영향을 미친다는 사실을 확인하였다. 나아가 애착과 학교생활적응의 관계를 더욱 명확히 설명할 수 있는 셀프리더십이라는 매개 변인을 발굴한 것이다.;This thesis looks into how middle school students’ attachment to their parents and peers affects their adaptation level to school life. It also verifies the mediating effect of self-leadership on their relationship. A survey was conducted toward 525 students who are attending middle schools in Seoul and Gyeonggi Province in order to find out their adaptation level to school life, attachment to parents and peers and self-leadership. Research subjects and the outcomes are as follows. Firstly, the study examined the dynamics among the students' adaptation level to school life, attachment to parents and peers, and their self-leadership. It turns out that there was a significant positive correlation among students' attachment to parents, attachment to peers, self-leadership and their adaptation to school life. Secondly, the study delved into how the students' attachment to parents, to peers, and self-leadership affects their adaptation level to school life. It turns out that attachment to parents, to peers and self-leadership have a significantly positive relation to the students' adaptation to school life. Attachment to parents and peers all had a significantly positive effect on self-leadership as well. Finally, the study tried to find out how students' attachment to parents and peers affects their adaptation level to school life with self-leadership as its medium. The result showed that their attachment to parents not only directly has a positive effect on their adaptation to school life, but also has an indirect effect through self-leadership. It was also shown that attachment to peers also has a direct effect on adaptation to school life. It also has an indirect effect on adaptation to school life with self-leadership as its medium. Following these results, relations among attachment to parents, to peers, adaptation to school life were verified to be partially mediating with the effect of self-leadership. Furthermore, thoroughly examining the mediating effect of each subfactor of self-leadership, it showed the three subfactors, behavior centered strategy, natural compensation strategy, innovative thinking strategy of self-leadership, were all proven to have a partial mediating effect. Significance of this study lies in that it verified students' attachment by dividing into attachment to parents and to peers, considering the middle school students’ developmental characteristics which put much emphasis on a relationship with peers. As already revealed in previous studies, it was confirmed that middle school students’ attachment has a positive effect on their adaptation to school life. In addition, it found out self-leadership as a meditating factor which can more clearly explicate the relations between attachment and adaptation to school life.
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